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Author: search.filters.author.Herron, Rebecca MichellLanguage: search.filters.language.English

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    Cybernetic insights on active learning in higher education
    (Emerald, 2026)
    Salinas-Navarro, David Ernesto  
    ;
    Vilalta-Perdomo, Eliseo Luis
    ;
    Herron, Rebecca Michell
    Purpose: This study examines the active learning pedagogical approach, incorporating core concepts of cybernetic theory, and investigates how cybernetics can inform pedagogical strategies in higher education. Design/methodology/approach: An adapted conceptual systematic review was conducted using top-cited articles and systematic literature reviews on the definition of active learning. A nine-dimensional coding frame was developed from first- and second-order cybernetics, including agentive, adaptive, homeostatic, and ethical elements, to systematically interpret the literature. Findings: Active learning implicitly embodies cybernetic principles such as feedback loops, self-organisation, and recursive interactions. However, crucial aspects such as homeostasis (balancing cognitive load) and ethics (equity and inclusion) remain underexplored. The coding frame demonstrates the explanatory value of cybernetics while identifying systemic gaps in current pedagogy. Research limitations/implications: The study is conceptual and based on secondary sources in English-language higher education literature. Future empirical research should validate the coding frame across diverse educational levels and cultural contexts. Practical implications: The coding frame provides educators with a systemic tool to design adaptive, balanced, and inclusive active learning environments by integrating feedback, regulation, and ethical considerations. Social implications: By highlighting equity and well-being as neglected dimensions, the study supports the development of more inclusive and socially responsive pedagogies. Originality/value: This is the first study to systematically apply cybernetic theory to study active learning, offering a novel systems-based perspective that bridges educational theory and practice. © The authors © Emerald.
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    Defining Nanostores: Cybernetic Insights on Independent Grocery Micro-Retailers’ Identity and Transformations
    (MDPI, 2025)
    Salinas-Navarro, David Ernesto  
    ;
    Vilalta-Perdomo, Eliseo
    ;
    Herron, Rebecca Michell
    ;
    Mejía-Argueta, Christopher
    Nanostores—micro, independent grocery retailers—are often defined overlooking their socioeconomic roles and relational significance in favour of their primary functional aspects. To close this gap, this study adopts a systemic perspective to examine how multiple stakeholders (owners, customers, and suppliers) shape nanostore identity. Accordingly, this study proposes a framework of X-Y-Z identity statements, along with the use of the TASCOI tool, to examine nanostore descriptions and map their roles, expectations, and transformation processes. This systemic framework, rooted in management cybernetics, enabled the collection and analysis of 168 survey responses from 34 stores in Mexico City. The results show that nanostore identities are varied and context-dependent, operating as grocery stores, family projects, community anchors, economic lifelines, and competitors. This diversity influences stakeholder engagement, resource utilisation, and operational decisions. Overall, this study provides a transferable framework for analysing micro-business identity and transformation, with implications for problem-solving, decision-making, and policy development. Future research should address the current limitations of this study, including its geographical cross-sectional design, limited sampling method, reliance on self-reported perceptions, and lack of generalisability to other populations. Future work will involve exploring other urban contexts, utilising longitudinal data, expanding the sample, and adopting a participatory research approach to gain a deeper understanding of identity dynamics and their implications for nanostore resilience and survivability. ©The authors ©MDPI ©Systems.